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A description of improvisational act...

Whitcomb, Rachel Lynn.

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A description of improvisational activities in elementary general music classrooms in the State of Illinois.

紀錄類型:	書目-電子資源 : Monograph/item
正題名/作者:	A description of improvisational activities in elementary general music classrooms in the State of Illinois./
作者:	Whitcomb, Rachel Lynn.
面頁冊數:	159 p.
附註:	Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4335.
Contained By:	Dissertation Abstracts International66-12A.
標題:	Education, Music. -
電子資源:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=3199172
ISBN:	0542448238

A description of improvisational activities in elementary general music classrooms in the State of Illinois.
Whitcomb, Rachel Lynn.

A description of improvisational activities in elementary general music classrooms in the State of Illinois. - 159 p.

Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4335.

Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005.

The purpose of this survey study was to describe the nature and extent of improvisational activities occurring in elementary general music classrooms. Additional goals of this study were: (1) to determine teacher attitudes toward improvisation, (2) to describe teaching materials used to implement improvisation, (3) to describe factors assisting and inhibiting teachers from including improvisation in music instruction, (4) to determine relationships between classroom implementation of improvisation and teacher background, and (5) to determine relationships between teacher attitudes toward improvisation and teacher background.

ISBN: 0542448238Subjects--Topical Terms:

1017808
Education, Music.

A description of improvisational activities in elementary general music classrooms in the State of Illinois.
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100 1 $a Whitcomb, Rachel Lynn. $3 1907423
245 1 2 $a A description of improvisational activities in elementary general music classrooms in the State of Illinois.
300 $a 159 p.
500 $a Source: Dissertation Abstracts International, Volume: 66-12, Section: A, page: 4335.
500 $a Advisers: Sam Reese; Eve Harwood.
502 $a Thesis (Ed.D.)--University of Illinois at Urbana-Champaign, 2005.
520 $a The purpose of this survey study was to describe the nature and extent of improvisational activities occurring in elementary general music classrooms. Additional goals of this study were: (1) to determine teacher attitudes toward improvisation, (2) to describe teaching materials used to implement improvisation, (3) to describe factors assisting and inhibiting teachers from including improvisation in music instruction, (4) to determine relationships between classroom implementation of improvisation and teacher background, and (5) to determine relationships between teacher attitudes toward improvisation and teacher background.
520 $a Questionnaires were sent to 281 randomly selected elementary general music teachers in the state of Illinois. Data collection consisted of two mailings with a return rate of 144 (51.2%) completed questionnaires. Data was analyzed using descriptive statistics, including frequency counts, percentages, and descriptions of central tendency. Chi-Square tests were conducted to determine relationships between variables.
520 $a Results indicated that improvisational activities are a part of elementary general music instruction in Illinois, with 87% of respondents implementing some form of improvisation in their classrooms. Ninety-one percent of respondents teach improvisation in combination with other musical skills, while only 11% include it as a separate unit of study. Teachers included instrumental improvisation (87%) slightly more than vocal improvisation (82%) or other improvisation (80%). Eighty-three percent of teachers feel at least somewhat successful in their abilities to include improvisational activities in music instruction, and 69% feel that improvising should remain in the National Standards for Music Education. Teachers cited teaching demonstrations and professional conferences as factors assisting them in including improvisation in music instruction. They also cited a lack of instructional time and limited experiences improvising as part of musicianship training as factors inhibiting them from including improvisation.
520 $a Results suggest the following needs: an increase in professional offerings devoted to improvisation; reform in undergraduate music education programs to include improvisation as both a musicianship skill and a teaching method; and the development of teaching materials that combine successful improvisational teaching techniques with related research results to bridge the gap between researchers and practitioners interested in making improvisation a regular part of elementary general music instruction.
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790 1 0 $a Harwood, Eve, $e advisor
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791 $a Ed.D.
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